Spending on schools across Scotland has increased by more than £1 billion in real terms over the past decade, official statistics show.
Data published this week shows that local authority funding across Primary, Secondary and Special schools rose to £7 billion in 2024-25, up 19.7% from £5.8 billion in 2014-15.
Average spending per pupil across Primary and Secondary schools also rose by more than £1,000 in real terms over the same period, reaching £8,683.
Local government education expenditure in Scotland in 2024-25 was £8.3 billion, which is 27% higher than in 2014-15 in real terms – a cash terms increase of 71%.
Pre-primary education expenditure has more than doubled in real terms over the past decade to £1.1 billion in 2024-25, up from £516 million in 2015-16, with 95% of this going on the delivery of the 1140 hours early learning and childcare offer.
Education Secretary Jenny Gilruth said: “This investment underlines the Scottish Government’s commitment to education, working in partnership with councils, and means Scotland has the best paid teachers in the UK, the lowest pupil-teacher ratio and the highest education spending per head in the UK.
“Schools are delivering literacy and numeracy attainment at the highest levels on record, with a record low attainment gap for literacy and numeracy in primary and secondary schools. Attendance has improved, class sizes are smaller, and there are more teachers in Scotland’s classrooms.
“Last year’s exam results also showed there were more passes at every level compared to 2024, while the total number of Higher entries passed the landmark 200,000 level for the first time since Curriculum for Excellence was introduced in 2010. We have also made strong progress on widening access to higher education regardless of background or circumstance, with record numbers of young Scots in 2025 securing university places in Scotland who will benefit from free tuition.
“As we reflect on progress over the past ten years we are also looking to the future with local authorities and headteachers, to agree how best we might collectively go further and faster.”
Higher entries rising but still below pre-pandemic levels: Higher entries in French, German and Spanish have risen for the second consecutive year, 5,885 to 6,110, (4 per cent) but remain 16 per cent below 2019 levels, with French down 31 per cent and German down 24 per cent
Strong foundations at primary and S1: 99 per cent of primary schools are now teaching languages and the proportion of S1 learners studying more than one language has jumped from 52 per cent to 63 per cent over the last year
Multilingual classrooms: Teachers reported over 100 different home and heritage languages spoken in responding secondary schools, from Polish and Ukrainian to Arabic and Urdu, while home and heritage language exam provision has increased from 29 per cent in 2024 to 36 per cent in 2025
Spanish retains top spot: Spanish remains the most popular language for qualification across the senior phase in Scotland
Structural barriers increasing: Classes do not run in 59 per cent of responding local authority secondary schools if numbers are too low (up from 52 per cent last year), with over a third of the secondary schools (35 per cent) now requiring a minimum of 10 pupils (up from 25 per cent).
Uneven access: Over 70 per cent of schools in the most deprived areas report classes not running due to low numbers, compared to 50 per cent in the most affluent areas
Scotland has the foundations for a multilingual success story, but a new British Council report published today (Thursday 5 February) warns that growing barriers in secondary schools could threaten future progress.
The new Language Trends Scotland report highlights strong language teaching in primary schools and rising numbers of senior pupils sitting language exams. But it reveals that structural barriers from minimum class sizes to timetabling constraints are increasing at secondary level.
Conducted by Queen’s University Belfast, the report surveyed 169 local authority primary schools, 114 local authority secondary schools and 12 independent schools across 29 of Scotland’s 32 local authorities.
At primary level, 99 per cent of responding schools are teaching languages, with one in five embedding language learning into daily classroom routines. This could reflect the impact of Scottish Government’s 1+2 language policy, which aims to give all children the opportunity to learn two languages in addition to their mother tongue, starting from Primary 1. Teachers say the two biggest challenges for primary languages remain teacher confidence and finding time in the curriculum.
The vast majority of responding primary schools (89 per cent) have learners for whom English is an Additional Language. Primary schools report that home and heritage languages are actively included and celebrated through cultural events, language ambassador programmes, and multilingual books in classrooms and libraries.
In the early years of secondary, the proportion of S1 learners studying more than one language has increased from 52 per cent in 2024 to 63 per cent this year. French is taught to all learners in 81 per cent of responding schools at S1, and Spanish to all learners in 49 per cent of schools.
There are also positive signs at S4, when pupils start to make choices about subjects and typically sit National 5 qualifications, with fewer schools reporting a declining uptake: 22 per cent compared to 35 per cent last year.
Entries for French and Spanish have increased at National level, with Spanish retaining its position as Scotland’s most popular language for qualification. However, German entries have declined by nine per cent since last year. For Highers, exam entries in French, German and Spanish all increased, with combined entries up four per cent since 2024 (from 5,885 to 6,110).
However, this growth is from a low base. Higher entries in modern languages remain 16 per cent below pre-pandemic levels (7,255 in 2019 compared to 6,110 in 2025). Advanced Higher entries are down 25 per cent over the same period (1,200 in 2019 compared to 895 in 2025).
Despite rising entries, structural barriers are increasing, the report finds that classes do not run in 59 per cent of responding local authority secondary schools if there are not enough learners, up from 52 per cent last year. Over a third (35 per cent) of schools now require a minimum of 10 pupils for a class to go ahead, up from a quarter (25 per cent) last year.
Teachers described timetabling constraints and finding time within a crowded curriculum as key challenges to providing high-quality language learning. In 54 per cent of responding secondary schools, timetabling prevents some learners from taking a language. Over a third (36 per cent) of responding secondary schools report that recruitment of qualified language teachers is an issue, though this has improved from 41 per cent last year.
These barriers are not evenly distributed. Over 70 per cent of schools in the most deprived areas report classes not running due to low numbers, compared to 50 per cent of schools in the most affluent areas. Schools in more affluent areas are also more likely to offer German at qualification level, of the 35 schools offering National 5 German, 24 are in the two most affluent quintiles.
Where schools struggle to maintain languages at senior phase, some are turning to further education partnerships. Learners in 38 per cent of local authority secondary schools with Higher and/or Advanced Higher provision are taking Edinburgh College classes online to access language qualifications their own school cannot offer.
Provision for heritage language qualifications has increased at secondary level, with 36 per cent of local authority secondary schools now facilitating exams in home or community languages, up from 29 per cent last year.
A further 19 per cent enable pupils to sit these exams elsewhere. Schools collectively offer qualifications in Arabic, Cantonese, Mandarin, Polish, Russian and Urdu alongside the main European languages.
The findings come as the Scottish Parliament unanimously passed the Scottish Languages Bill in June 2025, giving Gaelic and Scots official status. Higher entries for Gaelic (Learners) increased this year from 50 to 70 entries.
For the first time, the report explores the use of AI and apps in language teaching. In secondary schools, 8 per cent of responding teachers use AI regularly for lesson preparation, assessment and class activities, with a further 58 per cent using it occasionally.
At primary level, adoption is lower, with 47 per cent of teachers reporting they do not yet use AI, being unsure of what it can do. Teachers describe AI use as exploratory, using it to create texts and comprehension questions.
According to the survey, 66 per cent of responding secondary schools plan international trips, and the proportion of schools with international partner schools has increased to 28 per cent, up from 23 per cent last year, while over a third of schools engage with cultural institutes including the Confucius Institute, Goethe-Institut and Institut français.
Claire de Braekeleer, Director of British Council Scotland, said:“At a time of global uncertainty, language skills are not a luxury, they are an essential. Learning a language opens doors, builds bridges, and fosters the kind of cultural understanding that our world urgently needs.
“This report shows we have strong foundations in Scotland to build on. At the British Council we are committed to working with education and public sector partners to address barriers, champion language learning, and equip the next generation with the skills to connect, collaborate, and compete globally.”
Dr Ian Collen, who co-led the research at Queen’s University Belfast, added: “As AI accelerates, human language becomes indispensable.
“Machines can automate, but they can’t create the cultural understanding or human connection that languages ignite. For Scotland’s young people, languages are gateways to opportunity and a voice in our fast-changing world.”
Language Trends Scotland forms part of the wider Language Trends series which covers all UK nations. The series began in 2002 with Language Trends England, with annual surveys in Wales since 2015, biennial surveys in Northern Ireland since 2019, and annually in Scotland since 2024.
The report is being launched at the Institut Français d’Écosse on 5 February as part of Languages Week Scotland, bringing together educators, policy makers and practitioners to discuss the findings and share examples of good practice from schools across Scotland.
Endowed Chair of Rheumatology retires from University of Edinburgh
Professor Stuart Ralston retired from his position as Arthritis UK’s Endowed Chair of Rheumatology at the University of Edinburgh and a Festschrift event was held in his honour (January 29).
Professor Ralston has had a decorated career in rheumatology, including holding the position as Arthritis UK’s Endowed Chair for over 20 years. His research focused on the management of bone and joint disease, with a special interest in Paget’s disease.
Professor Ralston’s research has benefitted patients and influenced policy. His medical education contributions have benefitted students globally and his contribution to medicines regulation has saved many lives, notably through his oversight of emergency approval of COVID-19 vaccines as chair of the Commission on Human Medicines.
He was recently (December 2025) duly recognised for these contributions by being awarded the Royal Society of Edinburgh Sir James Black Medal.
Professor Ralston said: “A highlight of my career has been the work in Paget’s disease of the bone, looking at the genetic basis of the condition and doing clinical trials to establish optimal treatment strategies.
“I’ve also enjoyed bringing in new people and seeing them make their own way over the years. It’s been a privilege. I have been lucky to reach the top of my profession.
“While I will be sad to leave, I have still got some outstanding projects to finish off during my retirement and am looking forward to having more time to spend with my family and friends.”
To commemorate his achievements Professor Ralston attended a Festschrift event, where his closest colleagues and collaborators gathered to share warm remarks and celebrate his contributions to the field.
Arthritis UK’s Head of Research Strategy, Sarah Rudkin, attended the event and said: “Professor Ralston has led the field on the molecular and genetic basis of osteoporosis and Paget’s disease for the benefit of people living with these conditions.
“We greatly value his long-standing relationship with Arthritis UK and the varied contributions that he has made to the work of the charity. It’s been a privilege to support him throughout his professional endeavours, and we wish him a joyful retirement.”
Professor Cosimo de Bari, specialist in osteoarthritis and stem cell therapies, has been appointed the new Arthritis UK Endowed Chair of Rheumatology.
Deborah Alsina MBE, Arthritis UK Chief Executive, said: “The position of Endowed Chair at Edinburgh was established to create a nucleus for rheumatology research.
“Professor Ralston’s work has been a testament to our joint commitment to expanding knowledge, improving practice and bettering the lives of those who live who live with these often-debilitating conditions.
“It has been an honour to endorse his successes from his pivotal research developments and clinical trials to his PhD mentorships. He has truly been instrumental in defining the contemporary landscape of rheumatology.
“We are delighted to welcome Professor Cosimo de Bari to this prestigious position and are eager to support him as we journey together towards a cure.”
Professor David Argyle, Head of the College of Medicine and Veterinary Medicine, University of Edinburgh, said: “Established nearly 50 years ago, the Endowed Chair recognises the University’s long-standing excellence in the field of rheumatology.
“Professor Ralston has been central to this endeavour, advancing research to improve patient outcomes worldwide.
“As we celebrate his achievements and bid him a congratulatory farewell, we are equally thrilled to welcome Professor Cosimo de Bari to the position, and look forward to continuing our valued partnership with Arthritis UK to champion innovative research.”
ASH Scotland is urging high school teachers and youth workers in Edinburgh to use the health charity’s updated resource packs to inspire young people to make confident, informed decisions to protect their long-term health by not taking up smoking or vaping.
The Tobacco-free School and Youth packs, which each feature 30 engaging activities that can be used in lessons and group sessions, are being published by the health charity as the major public health issues of youth smoking and vaping are causing ongoing concern for teachers, parents and people working with children.
The packs provide facts and statistics covering a range of topics such as ‘Smoking and mental health’, ‘Smoking, vaping and peer pressure’, ‘Being confidently nicotine-free’ and features new exercises on nicotine pouches to support the delivery of personal and social education classes or for youth group activities across various subjects.
Sheila Duffy, Chief Executive for ASH Scotland, said: “As concerned teachers and youth workers across Scotland regularly contact us for information about tobacco and nicotine products such as vapes and pouches, we have produced updated resource packs with robust, evidence-based content to engage and empower young people in Edinburgh to make informed decisions about protecting their health and wellbeing.
“Our Tobacco-free School and Youth packs are especially designed to be effective learning aids to facilitate classwork and activities to help equip children to increase their knowledge about the health risks associated with smoking, vaping and using nicotine pouches.”
Lady Smith, Chair of the Scottish Child Abuse Inquiry (SCAI), has today, Wednesday 28 January, published her findings relating to the provision of residential care for children at Fettes College in Edinburgh.
She concludes that, over at least four decades, from the 1950s, pupils were regularly subjected to appalling abuse at Fettes.
The school repeatedly failed to act upon complaints. Multiple opportunities to prevent dreadful suffering were missed or ignored.
The findings are part of SCAI’s overall boarding schools case study and echo the kinds of abuse that occurred at Loretto School, Morrison’s Academy, Gordonstoun, Queen Victoria School, Merchiston Castle School, Keil School, and boarding schools run by male religious orders, namely the Benedictines, the Christian Brothers, and the Marist Brothers.
Fettes College was established in 1870 using funds from the estate of Sir William Fettes and was intended to follow the model of other boarding schools in Scotland and England.
The school was, until 1972, a boys-only boarding school. The first female day pupils started in 1972, and Fettes became fully co-educational in 1983. It was and is a school for fee-paying pupils and recipients of bursaries and scholarships.
Accounts of life at Fettes until the end of the 1980s were remarkably consistent. Living conditions were basic, and day-to-day responsibility for keeping order fell on senior pupils, while staff were remote, with limited, if any, oversight.
In this environment abuse was able to flourish for decades.
Lady Smith said: ‘Children were wholly failed by the school. They could have been readily protected, and it is shameful that did not happen.
‘Had complaints been listened to and acted upon at the outset, many children would have been saved from abuse. The suffering they still endure, over 50 years later in the 2020s, could all have been prevented.
‘Children were sexually abused, they were physically abused, and they were emotionally abused. Members of staff sexually abused children from the 1950s until the 1980s.
‘The perpetrators included a headmaster, Anthony Chenevix-Trench, and some teachers including Iain Wares.
‘Wares was 27 when he moved to Edinburgh from his home in Cape Town, South Africa in 1967. He had been working as a teacher at St George’s Grammar School in Cape Town but had resigned from his post on account of incidents of what he referred to as “playing around with small boys”.
‘In the course of his career the norm became that he was “asked to leave” teaching jobs “quietly on account of similar incidents”.
‘He arrived in Edinburgh having been referred to Professor Henry Walton, consultant psychiatrist at the Royal Edinburgh Hospital, by a South African consultant with a view to “curing” him of what is described in his medical records as “homosexuality (liking for young boys)” and a “personality disorder – dependent type”.
‘Wares was employed as a teacher in Edinburgh between 1968 and 1979, first at The Edinburgh Academy and then at Fettes. He was not “cured”. Rather, he was and remained a prolific abuser of children.
‘He preyed on them. He had a predilection for touching young boys sexually that he could not control. At times, he could not control his temper either, resulting in children being subjected by him to brutal assaults.’
Lady Smith’s findings also highlight the repeated failure of Professor Walton to take appropriate action.
Lady Smith added: ‘Many children were harmed by Wares, and many are still suffering the effects of his abuse, which was appalling both in its nature and in its extent. Children suffered dreadfully.
‘They were failed by Henry Walton who knew that Wares was abusing children and that his dangerous predilections were never “cured”.
‘Walton wholly failed to prioritise the protection of children and failed to lead his team appropriately.
‘He insisted that Wares should continue to teach children despite his ongoing paedophilia, despite him not being “cured” of his problems, and despite both his wife and his GP making it clear that they thought Walton was being utterly irresponsible in doing so.
‘Although Fettes resolved to dismiss Wares in 1975, it kept him on in its employment as a teacher until 1979.’
Former headmaster Anthony Chenevix-Trench’s protection of abusers has also been highlighted in the findings.
Lady Smith said: ‘Chenevix-Trench was appointed as head of Fettes having previously been head of Eton College. Fettes hoped that appointing a man who had been head of Eton would enhance its reputation.
‘He was in fact a man who was unfit to be appointed to lead a school on account of his having lost the trust of senior masters at Eton, having a problem with drink, and having a propensity to beat boys excessively.
‘He was appointed despite these matters having been expressly disclosed to Fettes by Eton. Chenevix-Trench was also attracted to young blond teenagers at Eton, a predilection of which the provost of Eton College was aware.
‘He protected two, and possibly more, members of staff who had, to his knowledge, abused children at Fettes.’
Children were physically abused at Fettes both by teachers and by other children. There was also a culture of silence; children feared retribution and being ostracised if they complained.
Emotional abuse of children by other children was also common, and following the introduction of co-education female pupils were the targets of serious and regular misogyny which persisted into the twenty-first century. They were treated as second-class citizens in a way that was tolerated by the school.
Racism was also prevalent at Fettes well into the twenty-first century. Mocking by staff and pupils of anyone who was not British was normalised into the 1990s. Black or Asian pupils experienced violence or threats of violence from other pupils.
There were nonetheless children throughout the period covered in evidence who were not abused and had positive experiences at the school, which they value. Some of those who were abused also had positive experiences.
Recent leaders have reflected carefully since their first response to SCAI in 2017 at which time they did not accept that there were any systemic failures.
They now acknowledge there were shortcomings at Fettes in decades long past, as well as more recently.
Lady Smith said: ‘Applicants and other witnesses continue to come forward to the Inquiry with relevant evidence about boarding schools and this will be considered as part of a continuing process.
‘I would encourage anyone who has relevant information on any aspect of our work to get in touch with our witness support team.’
FETTES COLLEGE RESPONDED THIS AFTERNOON:
Open Letter to the Fettes Community
28th January 2026
I write to you today on receipt of the newly published report into Fettes by the Scottish Child Abuse Inquiry chaired by Lady Smith. We were one of eight boarding schools covered by this Inquiry.
The report makes for very difficult reading. We do not shrink from the criticism levelled at the school and accept the Inquiry’s findings that there were significant shortcomings.
Many young people were failed by those in positions of authority at Fettes, who could and should have acted differently. Their actions fell well below the standards expected and would be utterly unthinkable at the Fettes of today.
To our former pupils who suffered abuse at Fettes, we are truly sorry and make a full and unreserved apology to you. We also extend our deepest gratitude to those of you who bravely came forward. We understand that nothing can undo the past, but we sincerely hope that having your voices heard through the Inquiry can be a step towards healing for everyone who suffered.
The accounts of those who have given evidence to the Inquiry describing their time at school and the abuse they endured are now part of the school’s history. We have listened, we have reflected and we have learned.
The culture at our school today is unrecognisable from the past, and we are encouraged that Lady Smith’s report notes the positive findings of our 2025 Inspections by Education Scotland and the Care Inspectorate.
However, we will never be complacent.
On behalf of the Board of Governors and the Leadership Team, I affirm our unwavering commitment to the care and protection of the children in our school.
Scottish Higher Education Minister Ben Macpherson delivered a strong welcoming message to Indian students at the INSA India-Scotland Student Leadership Summit 2026 held at the Scottish Parliament yesterday (22 January 2026).
Addressing 78 Indian student leaders representing 9 Scottish universities, he emphasised that Scotland values their contribution and wants to see more Indian students choosing Scottish universities.
The summit comes amid ongoing UK-wide debate over international student policy and graduate migration routes, placing Scotland’s position in contrast to proposed national measures. It brought together Indian students from universities across Scotland and marked the first event in INSA UK’s year-long 10th anniversary celebrations under the banner “INSA@10: Ten Years of Empowering Indian Students in the UK.”
In his address to students, Minister Macpherson made clear Scotland’s position on the proposed international student levy, stating that Scotland does not support the measure. He emphasized that the Scottish Government values the significant contribution Indian and international students make to Scotland’s economy and growth, and expressed his desire to welcome more Indian students to Scotland’s universities.
The Minister’s attendance at the summit represented his first direct engagement with the Indian student community in Scotland, lending significant weight to the government’s commitment to international education partnerships.
Siddharth Malik, Consul General of India in Edinburgh, reinforced the Minister’s message by describing the relationship as “a two-way partnership” where Indian students bring potential that helps Scotland grow and nurture talent. He highlighted the deep historical ties between India and Scotland that have strengthened over the years.
Sue Webber MSP, who hosted the event at Holyrood, welcomed the continued growth of Indian students into Scottish universities. A former hockey player who actively promotes sport, Webber called on attendees to support the upcoming Commonwealth Games in Scotland this year, drawing a natural connection between sport, inclusivity, and the Commonwealth ties that bind India and Scotland.
The summit featured the launch of the INSA@10 logo, symbolizing a decade of service since the organization’s founding in 2016 at the High Commission of India in London. What began as a small initiative has grown into the UK’s largest Indian student network, now representing over 100,000 students across more than 50 universities.
Professor Sue Rigby of Edinburgh Napier University praised the “immense talent and technical caliber” of Indian students, emphasizing her university’s industry-oriented Polytechnic heritage. She stressed the shared responsibility of universities and employers to ensure Indian students “don’t just land in Scotland, but are given the inclusive pathways to truly take root in the economy.”
A panel discussion explored the skills and mindsets needed to navigate Scotland’s professional landscape. Professor Neville Wylie of the University of Stirling connected the concept of “Scottish Grit” to the determination required in a global economy.
Professor Brad Mackay of the University of St Andrews addressed intensifying global competition for talent, urging students to remain self-reflective and deeply engaged with the educational ecosystem.
Professor Moyra Boland of the University of Glasgow noted that “seeing Indian women walking in sarees represented a visible blend of confidence, intelligence, and determination,” emphasizing that cultural inclusivity is essential for students to thrive and contribute to the Scottish economy.
Dr Chris Yeomans of the University of Edinburgh discussed preparing Indian students to lead Scotland’s workforce in an AI-driven future, with Edinburgh committed to “redefining graduate skills” to ensure technically gifted students move beyond entry-level roles.
Amit Tiwari, INSA UK National President, outlined the organization’s role as “a voice of hope for anyone facing challenges,” providing support and assistance whenever students need help.
Puneet Dwivedi MBEdescribed INSA as “a crucial bridge for networking, representation, and leadership development,” helping students transition into meaningful professional engagement in Scotland.
Abhishek Bhatia inspired students by highlighting how immigration processes have evolved, making it easier for students to pursue opportunities today.
Also in attendance was Dr Poonam Mallik, Chair and Co-founder of MicroplateDx and former Board Member of Scottish Enterprise and Scottish Development International. The event was co-hosted by Aishwarya Raman, INSA Scotland Lead, and Aadhi Saravanan, University of Glasgow INSA Lead. The South Asian Network supported the event as the media partner.
The India-Scotland Student Leadership Summit represents the beginning of a year-long series of INSA@10 events that will take place across the UK throughout 2026, celebrating a decade of empowering Indian students and building the next generation of leaders.
Scottish STEM charity, TechFest, celebrates a landmark year of achievement, having reached more than 50,000 people across the UK in 2025 through its education, engagement and outreach programmes.
Throughout the year, TechFest delivered its year-round programme of activities and events, engaging participants of all ages and continuing its mission to make STEM fun, inclusive and accessible for all.
By working in partnership with schools, local communities, education institutions and STEM volunteers, the organisation has inspired learners of all ages to explore wide range of STEM careers and build new skills and confidence while supporting educators and families nationwide.
Dr Martha Gavan, Managing Director at TechFest, said: “Reaching more than 50,000 people in a single year shows huge progress, and I’m incredibly proud of what our team has achieved. Those are not just numbers but a powerful reflection of the hard work and commitment that goes into everything we do, and of how impactful STEM can be when it’s made engaging, inclusive and fun.”
Scottish STEM charity, TechFest, is celebrating a landmark year of achievement, having reached more than 50,000 people in 2025 across the UK through its education, engagement and outreach programmes.
Over the past year, TechFest has continued to deliver on its mission to make Science, Technology, Engineering and Mathematics (STEM) fun, engaging and accessible for all, getting 52,559 participants across its year-round programme of activities and events, and successfully reaching 30 out of 32 Scottish educational authorities.
Through work and partnerships with schools, local communities, education institutions and ambassadors, the organisation has inspired learners of all ages to explore STEM subjects, develop new skills and build confidence in their abilities, while also supporting educators and families across the country.
Dr Martha Gavan, Managing Director at TechFest, said: “Reaching more than 50,000 people in a single year shows great progress, and I’m incredibly proud of what our team has achieved.
“Those are not just numbers but a powerful reflection of the hard work and commitment that goes into everything we do, and of how impactful STEM can be when it’s made engaging, inclusive and fun.
“As we look ahead to 2026, I am hugely excited about what the future holds for TechFest, for STEM education, for Scotland and the UK as a whole. We have a real opportunity to build on this momentum, expand our impact and help empower the next generation to see STEM as something that’s truly for them.”
This exceptional level of reach has been driven by the success of several flagship programmes. TechFest’s Primary Outreach, a catalogue of STEM school workshops taken across Scotland to help engage pupils in a fun and dynamic way, has proven particularly impactful, reaching more than 15 thousand people.
As well as that, 24 Days of STEM, a festive programme engaging people of all ages with interactive STEM challenges every day until Christmas has also continued to grow in scale, achieving a record number of participants.
The charity’s achievements reflect the dedication and expertise of its staff, volunteers, ambassadors, partners and supporters, whose collective efforts have enabled STEM opportunities to reach communities in every part of the UK.
This milestone year also coincides with a new chapter for TechFest, following the appointment of Martha as Managing Director. With more than seven years’ experience at the organisation, including four as Deputy Managing Director, Martha has played a key role in expanding TechFest’s reach.
As Managing Director, she will build on this momentum, championing engaging and inspiring STEM activities that support young people and contribute to Scotland’s growing STEM-rich knowledge economy.
She added: “With strong foundations, a clear sense of purpose and growing national reach, the organisation enters the coming year well positioned to continue making a lasting difference and ensuring STEM remains exciting, relevant and accessible for generations to come.”
TechFest’s mission is made possible through the vital support of funders, sponsors and partners who share its commitment and passion to inspiring the next STEM generation.
Its impressive reach and impact this year have been achieved through strong partnerships with organisations across industry, education and the public sector.
The charity welcomes new industry partners who are keen to support and inspire the future workforce, and encourages anyone interested in learning more to get in touch with Martha to explore opportunities to get involved.
A former head teacher is set to be appointed Scotland’s new Chief Inspector of Education.
Ruth Binks, currently Corporate Director of Education, Communities and Organisational Development at Inverclyde Council, will start in the role at the end of March, subject to final pre-appointment checks being completed and the appointment being made by an Order of His Majesty the King.
She has previously worked as a classroom teacher and head teacher.
The new office of HM Chief Inspector of Education Scotland (HMCIES) includes enhanced independence, as part of the provisions of the Education (Scotland) Act, which was passed by the Scottish Parliament last year.
The inspectorate provisions will come into effect in March.
Education Secretary Jenny Gilruth said: “Ruth has a depth of knowledge of Scottish education, both in the classroom and in a strategic leadership capacity. I’m confident that she brings the right experience to this key role.
“The new inspectorate body will have greater independence and the power to set the frequency and focus of inspections. The office is at the heart of the education reform programme this Government is driving forward.
“This appointment will be pivotal in our efforts to drive improvement across Scotland’s education and skills system and to bring about the changes required to meet the needs of future generations of young people.”
Ms Binks said: “My passion for achieving excellence and reducing inequalities for our young people has been at the heart of everything I have undertaken in my career to date.
“In my new role as His Majesty’s Chief Inspector of Education I will continue to pursue this passion, striving to get the very best for every young person regardless of their background.”
Pupils, families and school staff encouraged to share their views
A report discussed at Education, Children and Families Committee on Tuesday (20 January) provided an update on mobile phones in schools.
Following the decision made by Councillors in September 2025 to restrict the use of mobile phones in all primary schools, the report presented a range of next steps and options to support potential restrictions on mobile phones in secondary schools.
An interim Integrated Impact Assessment has taken place with consideration for pupils with medical or caring needs who may need access to a phone during the school day.
A citywide consultation is now live, and will run until 2 March, encouraging pupils, parents/carers and school staff to engage with the consultation and share their views:
The report discussed at Education, Children and Families Committee outlined an initial evaluation of the two-year pilot underway at two Edinburgh secondary schools, Portobello and Queensferry High Schools, using lockable pouches, restricting access to mobile phones during the school day.
Both schools report that, in the relatively short time pouches have been in use, feedback is largely positive.
Elected members were presented with a range of options for implementing restrictions, with the preferred option outlined being the use of lockable pouches to support restrictions on mobile phone use across all secondary schools, and lockable cabinets in primary schools.
This would create a position of equity for families and schools but would require additional funding, factored into the Council’s budget setting process.
Next steps in the coming weeks and months include:
Conclusion of the Integrated Impact Assessment later this month
Focus group sessions carried out as part of the consultation process in January and February
Citywide consultation running until 2 March
Findings analysed and report presented to Education, Children and Families Committee later in the year
Councillor James Dalgleish, Education, Children and Families Convener said: “In September 2025, it was agreed that restricting the use of mobile phones in our schools would be a positive step forward.
“We want these new measures to be brought in as soon as is practical, but it is the right thing to do to make sure that citywide consultation with families and communities, alongside an integrated impact assessment, takes place to explore and address any issues or concerns.
“Through many conversations, I understand that there is broad support for keeping smartphones out of the classroom, however there are individuals who have concerns which makes it even more important that as a Council we get this change right.
“Pilots, using lockable pouches, at Queensferry and Portobello High Schools have anecdotally been broadly successful, and as such the rollout of pouches in other settings needs to be explored. This includes options for financing mobile phone restrictions and the potential use of lockable pouches in secondary schools and lockable cabinets in primary schools.
“I am working closely with officers to move this forward as quickly as we can, while also making sure that we have done our due diligence to ensure that restricting mobile phones in our schools will have the intended positive impact.”
